Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities

While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusin...

Full description

Saved in:
Bibliographic Details
Published in:Education 3-13 2015-03, Vol.43 (2), p.164-183
Main Authors: Lunn Brownlee, Jo, Johansson, Eva, Cobb-Moore, Charlotte, Boulton-Lewis, Gillian, Walker, Sue, Ailwood, Joanne
Format: Article
Language:English
Subjects:
Australia
Belief & doubt
Beliefs
beliefs about teaching practices for learning moral values
Child development
Correlation
Early Childhood Education
Early Experience
early years
Educational Practices
elementary education
epistemic beliefs
Epistemology
Foreign Countries
Interviews
Moral education
Moral Issues
Moral Values
Observation
Online Surveys
personal epistemology
Reflection
Role Models
Social Cognition
Teacher Surveys
Teaching methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5-8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education.
ISSN:0300-4279
1475-7575
DOI:10.1080/03004279.2013.790458